49 Publikationen
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2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2968905Can prompts improve self-explaining an online video lecture? Yes, but do not disturb!PUB | DOI | PubMed | Europe PMC
Hefter, Markus Herbert, Can prompts improve self-explaining an online video lecture? Yes, but do not disturb!. International Journal of Educational Technology in Higher Education 20 (). , 2023 -
2023 | Zeitschriftenaufsatz | E-Veröff. vor dem Druck | PUB-ID: 2967821Promoting online learning processes and outcomes via video examples and promptsPUB | DOI | WoS
Hefter, Markus Herbert, Promoting online learning processes and outcomes via video examples and prompts. Interactive Learning Environments (). , 2023 -
2023 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2965228Generic preparation for upcoming explanations: Intra- and inter-domain effects of a digital training interventionPUB | DOI | Download (ext.)
Hefter, Markus Herbert, Generic preparation for upcoming explanations: Intra- and inter-domain effects of a digital training intervention. Research and Practice in Technology Enhanced Learning 18 (). , 2023 -
2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2962645Digital training intervention on strategies for tackling physical misconceptions—Self-explanation mattersPUB | PDF | DOI | WoS
Hefter, Markus H., Digital training intervention on strategies for tackling physical misconceptions—Self-explanation matters. Applied Cognitive Psychology 36 (3). , 2022 -
2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2958777Prompts im Lerntagebuch fördern die Reflexion von Lehramtsstudierenden im PraxissemesterPUB | DOI | Download (ext.) | WoS
Pieper, Martin, Prompts im Lerntagebuch fördern die Reflexion von Lehramtsstudierenden im Praxissemester. Psychologie in Erziehung und Unterricht 69 (4). , 2022 -
2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2965227Effects of a digital math training intervention on self-efficacy: Can clipart explainers support learners?PUB | DOI
Hefter, Markus Herbert, Effects of a digital math training intervention on self-efficacy: Can clipart explainers support learners?. International Journal of Innovation in Science and Mathematics Education 30 (4). , 2022 -
2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2949408Active ingredients and factors for deep processing during an example-based training interventionPUB | PDF | DOI | WoS
Hefter, Markus Herbert, Active ingredients and factors for deep processing during an example-based training intervention. Learning Environments Research 25 (). , 2022 -
2022 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2956372The quizzing effect depends on hope of success and can be optimized by cognitive load-based adaptationPUB | DOI | WoS
Heitmann, Svenja, The quizzing effect depends on hope of success and can be optimized by cognitive load-based adaptation. Learning and Instruction (77). , 2022 -
2021 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2959904Adaptive practice quizzing in a university lecture: A pre-registered field experimentPUB | DOI | WoS
Heitmann, Svenja, Adaptive practice quizzing in a university lecture: A pre-registered field experiment. Journal of Applied Research in Memory and Cognition 10 (4). , 2021 -
2020 | Zeitschriftenaufsatz | E-Veröff. vor dem Druck | PUB-ID: 2946126Example-based learning: should learners receive closed-book or open-book self-explanation prompts?PUB | PDF | DOI | WoS
Hiller, Sara, Example-based learning: should learners receive closed-book or open-book self-explanation prompts?. Instructional Science 48 (). , 2020 -
2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2943305Verstehen von Argumenten in wissenschaftlichen Texten: Reliabilität und Validität des Argumentstrukturtests (AST)PUB | PDF | DOI | Download (ext.) | WoS
Münchow, Hannes, Verstehen von Argumenten in wissenschaftlichen Texten: Reliabilität und Validität des Argumentstrukturtests (AST). Diagnostica 66 (2). , 2020 -
2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2942843Preparing learners to self-explain video examples: text or video introduction?PUB | DOI | WoS
Hefter, Markus Herbert, Preparing learners to self-explain video examples: text or video introduction?. Computers in Human Behavior 110 (). , 2020 -
2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2947090Feedback in reflective journals fosters reflection skills of student teachersPUB | DOI | WoS
Pieper, Martin, Feedback in reflective journals fosters reflection skills of student teachers. Psychology Learning and Teaching 20 (1). , 2020 -
2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2941722Providing worked examples for learning multiple principlesPUB | DOI | WoS
Schalk, L., Providing worked examples for learning multiple principles. Applied Cognitive Psychology 34 (4). , 2020 -
2019 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2933288Effective and efficient acquisition of argumentation knowledge by self-explaining examples: videos, texts, or graphic novels?PUB | DOI | WoS
Hefter, Markus H., Effective and efficient acquisition of argumentation knowledge by self-explaining examples: videos, texts, or graphic novels?. Journal of Educational Psychology 111 (8). , 2019 -
2019 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2930582How to improve argumentation comprehension in university students: Experimental test of a training approachPUB
von der Mühlen, S., How to improve argumentation comprehension in university students: Experimental test of a training approach. Instructional Science 47 (2). , 2019 -
2018 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2952291Testing Is More Desirable When It Is Adaptive and Still Desirable When Compared to Note-TakingPUB | PDF | DOI | WoS | PubMed | Europe PMC
Heitmann, Svenja, Testing Is More Desirable When It Is Adaptive and Still Desirable When Compared to Note-Taking. Frontiers in Psychology 9 (). , 2018 -
2018 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2912652Training interventions to foster skill and will of argumentative thinkingPUB | DOI | WoS
Hefter, Markus H., Training interventions to foster skill and will of argumentative thinking. The Journal of Experimental Education 86 (3). , 2018 -
2018 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2919168Test-Based Learning: Inconsistent Effects Between Higher- and Lower-Level Test QuestionsPUB | DOI | WoS
Roelle, Julian, Test-Based Learning: Inconsistent Effects Between Higher- and Lower-Level Test Questions. The Journal of Experimental Education 87 (2). , 2018 -
2017 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2909149Wie können Lehrkräfte und ihre Schülerinnen und Schüler lernen, fragile Evidenz zu verstehen und zu nutzen?PUB | DOI | WoS
Bauer, J., Wie können Lehrkräfte und ihre Schülerinnen und Schüler lernen, fragile Evidenz zu verstehen und zu nutzen?. Psychologische Rundschau 68 (3). , 2017 -
2017 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2908367Detrimental effects of immediate explanation feedbackPUB | DOI | WoS
Roelle, Julian, Detrimental effects of immediate explanation feedback. European Journal of Psychology of Education 32 (3). , 2017 -
2017 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2908559Effects of incorporating retrieval into learning tasks: The complexity of the tasks mattersPUB | DOI | WoS
Roelle, Julian, Effects of incorporating retrieval into learning tasks: The complexity of the tasks matters. Learning and Instruction 49 (). , 2017 -
2017 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2908371Example-based learning: The benefits of prompting organization before providing examplesPUB | DOI | WoS
Roelle, Julian, Example-based learning: The benefits of prompting organization before providing examples. Learning and Instruction 49 (). , 2017 -
2017 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2908368Do cognitive and metacognitive processes set the stage for each other?PUB | DOI | WoS
Roelle, Julian, Do cognitive and metacognitive processes set the stage for each other?. Learning and Instruction 50 (). , 2017 -
2017 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2908370Effects of informing learners about the dangers of making overconfident judgments of learning.PUB | DOI | WoS
Roelle, Julian, Effects of informing learners about the dangers of making overconfident judgments of learning.. Journal of Educational Psychology 109 (1). , 2017 -
2016 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2908369Effects of comparing contrasting cases and inventing on learning from subsequent instructional explanationsPUB | DOI | WoS
Roelle, Julian, Effects of comparing contrasting cases and inventing on learning from subsequent instructional explanations. Instructional Science 44 (2). , 2016 -
2016 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2906178The use of source-related strategies in evaluating multiple psychology texts: a student-scientist comparisonPUB | DOI | WoS
von der Muehlen, Sarah, The use of source-related strategies in evaluating multiple psychology texts: a student-scientist comparison. Reading and Writing 29 (8). , 2016 -
2016 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2902110Judging the plausibility of arguments in scientific texts: a student-scientist comparisonPUB | DOI | WoS
von der Muehlen, Sarah, Judging the plausibility of arguments in scientific texts: a student-scientist comparison. Thinking & Reasoning 22 (2). , 2016 -
2015 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2759166Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual valuesPUB | DOI | WoS
Hefter, Markus H., Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values. Learning and Instruction 39 (). , 2015 -
2015 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2735220Learning from instructional explanations: Effects of prompts based on the active-constructive-interactive frameworkPUB | PDF | DOI | WoS | PubMed | Europe PMC
Roelle, Julian, Learning from instructional explanations: Effects of prompts based on the active-constructive-interactive framework. PLoS ONE 10 (4). , 2015 -
2015 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2901590Effects of comparing contrasting cases on learning from subsequent explanationsPUB | DOI | WoS
Roelle, Julian, Effects of comparing contrasting cases on learning from subsequent explanations. Cognition and Instruction 33 (3). , 2015 -
2015 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2772495The role of specificity, targeted learning activities, and prior knowledge for the effects of relevance instructionsPUB | DOI | WoS
Roelle, Julian, The role of specificity, targeted learning activities, and prior knowledge for the effects of relevance instructions. Journal of Educational Psychology 107 (3). , 2015 -
2014 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2679439Effects of a training intervention to foster argumentation skills while processing conflicting scientific positionsPUB | DOI | WoS
Hefter, Markus H., Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions. Instructional Science 42 (6). , 2014 -
2014 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2669208Two instructional aids to optimise processing and learning from instructional explanationsPUB | DOI | WoS
Roelle, Julian, Two instructional aids to optimise processing and learning from instructional explanations. Instructional Science 42 (2). , 2014 -
2013 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2651009Toward an Integration of the Learning and Communication Perspectives in Computer-Supported Instructional CommunicationPUB | DOI | WoS
Deiglmayr, Anne, Toward an Integration of the Learning and Communication Perspectives in Computer-Supported Instructional Communication. Journal of Media Psychology 25 (4). , 2013 -
2013 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2612802The expertise reversal effect in prompting focused processing of instructional explanationsPUB | DOI | WoS
Roelle, Julian, The expertise reversal effect in prompting focused processing of instructional explanations. Instructional Science 41 (4). , 2013 -
2012 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2535635The use of solved example problems for fostering strategies of self-regulated learning in journal writingPUB | DOI
Roelle, Julian, The use of solved example problems for fostering strategies of self-regulated learning in journal writing. Education Research International 2012 (). , 2012 -
2011 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1989066The double-edged effects of explanation promptsPUB | DOI | WoS
Berthold, Kirsten, The double-edged effects of explanation prompts. Computers in Human Behavior 27 (1). , 2011 -
2011 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1991209Effects of feedback on learning strategies in learning journals: Learner-expertise mattersPUB | DOI
Roelle, Julian, Effects of feedback on learning strategies in learning journals: Learner-expertise matters. International Journal of Cyber Behavior, Psychology and Learning 1 (2). , 2011 -
2010 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1991212Steunvragen voor zelfverklaringen bevorderen de integratie van multipele representatiesPUB
Berthold, Kirsten, Steunvragen voor zelfverklaringen bevorderen de integratie van multipele representaties. Pedagogische Studien 87 (). , 2010 -
2010 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1796478How to Foster Active Processing of Explanations in Instructional CommunicationPUB | DOI | WoS
Berthold, Kirsten, How to Foster Active Processing of Explanations in Instructional Communication. Educational Psychology Review 22 (1). , 2010 -
2009 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1989072Learner Performance in Multimedia Learning Arrangements: An Analysis Across Instructional ApproachesPUB | DOI | WoS
Eysink, Tessa H. S., Learner Performance in Multimedia Learning Arrangements: An Analysis Across Instructional Approaches. American Educational Research Journal 46 (4). , 2009 -
2009 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1991220Instructional aids to support a conceptual understanding of multiple representationsPUB | DOI | WoS
Berthold, Kirsten, Instructional aids to support a conceptual understanding of multiple representations. Journal of Educational Psychology 101 (1). , 2009 -
2009 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1989090Assisting self-explanation prompts are more effective than open prompts when learning with multiple representationsPUB | DOI | WoS
Berthold, Kirsten, Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science 37 (4). , 2009 -
2008 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1991228How multiple external representations are used and how they can be made more usefulPUB | DOI | WoS
Schwonke, R., How multiple external representations are used and how they can be made more useful. Applied Cognitive Psychology 23 (9). , 2008 -
2007 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1989095Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive promptsPUB | DOI | WoS
Berthold, Kirsten, Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts. Learning and Instruction 17 (5). , 2007 -
2006 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1989065Handlungskompetent durch Reflexion im Lerntagebuch: fünf ThesenPUB
Berthold, Kirsten, Handlungskompetent durch Reflexion im Lerntagebuch: fünf Thesen. Bildung und Erziehung 59 (2). , 2006 -
2005 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1991306Computergestütztes Schreiben von Lernprotokollen – Umsetzung und Evaluierung eines kognitiven Werkzeugs zur Förderung selbstgesteuerten LernensPUB
Schwonke, R., Computergestütztes Schreiben von Lernprotokollen – Umsetzung und Evaluierung eines kognitiven Werkzeugs zur Förderung selbstgesteuerten Lernens. Zeitschrift für Medienpsychologie 17 (). , 2005 -
2004 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 1989079The use of public learning diaries in blended learningPUB | DOI
Nückles, Matthias, The use of public learning diaries in blended learning. Journal of Educational Media 29 (1). , 2004